L.D32I8 
T4A5 




School Grounds, School Buildings 
and Their Equipment 



m m 



ANNIE WEBB BLANTON 

State Superintendent of Public rnstruction 

L. D. BORDEN 

Chief Supervisor of Rural Schools 




^wowSecooc*^' 



BULLETIN 148 



JULY. 1922 



ISSUED BY 

THE DEPARTMENT OF EDUCATION 

STATE OF TEXAS 



Ifoaog-mfet 



School Grounds, School Buildings 
and Their Equipment 



ANNIE WEBB BLANTON 

State Superintendent of Public Instruction 

L. D. BORDEN 

Chief Supervisor of Rural Schools 




BULLETIN 148 



JULY, 1922 



ISSUED BY 

THE DEPARTMENT OF EDUCATION 
STATE OF TEXAS 



A59-622-25M-L180 



THE STATE DEPARTMENT OF EDUCATION. 

Annie Webb Blanton, State Superintendent of Public Instruction 

DIVISION OF ADMINISTRATION 

S. .M. N. Makrs, First Assistant Superintendent 
Mary Jo Popplewell, Second Assistant Superintendent 
Mrs. Ella F. Little, Third Assistant Superintendent 

DIVISION OF HIGH SCHOOL SUPERVISION 

Katherine Gray, Chief Supervisor 

Gordon Damon, Carrie Belle Sterrett, W. B. Mikesell, J. H. Wisely, Mrs. 

R. L. Ragsdale, Charles M. Rogers, Susan Miles 

division of rural schools 

L. D. Borden, Chief Supervisor 

W. H. Bowman, S. E. Clark. John T. Conn, W. E. James, T. A. Fisher. 

Guy T. McBride. J. S. Rasco, Geosgie Walker, Sf.t.ry Attwet.l 

division of negro schools 
L. W. Rogers 

division of vocational education 

C. L. Davis, Director of Agriculture 

J. H. Hinds, Assistant Director of Agriculture 

J. B. Rutland, Assistant Director of Agriculture 

Jessie Harris,' Director of Home Economics 

Lillian "Peek. Assistant Director of Home Economics 

N. S. Hunsdon, Director of Industrial Education 

Lizzie Barbour. Assistant Director of Industrial Education 

division of statistics 
Mrs. J. B. Gay, Statistician 

division of audits and accounts 

Amy V. Allen, Auditor 

Meta Huppertz, Assistant 

DIVISION OF CERTIFICATION OF TEACHERS 

Alma Boothe, Certificate Clerk 
J. F. Oglesby, Assistant. 

DIVISION OF TEXT BOOK ADMINISTRATION 

Minnie Lee Barrett, Director 

L. S. Thrift, A. S. Thweatt, 0. P. Basford, Randolph Warben, 

Anne Rutherford, Bob Henderson 

division of correspondence and supplies 

Marguerite McHeNry, Correspondence Clerk 

Anne McDonald, Kittie M. Shands, Royall Calder, Annie Steussy. Irma 

Johnson, Minnie Nowlin, Lola Kneip, M. M. Haberle, 

Mrs. M. Downing, T. Y. Collins 

Stenographers 

state roard of examiners 

Emma Mitchell, Chairman 
Roberta Matthews J. R. Reid 

STATE BOARD OF EDUCATION 



LIBRARY OF CONGRESS 
■»*CSIVEO 

APR9 1*23 

DOCOIV»«£»\TS o.v.olO: 



Pat M. Neff, Governor, Chairman 
S... L. Staples, Secretary of State 

Lon A. Smith, Comptroller 
AJnnie Webb Blanton, Secretary 




CONTENTS. 

PAGE 

Introduction 5 

The State Schoolhouse Building Law 9 

School Grounds : 

Location 13 

Fences 13 

Size 15 

Division of grounds 15 

School Buildings: 

Foundation : . . . 16 

Basement 16 

Floors 16 

Walls and ceiling \ 17 

Halls and stairways 18 

Doors and windows 18 

Class rooms ■ . . 20 

Cloak rooms " 21 

Library and reading room 21 

Work rooms 22 

Assembly room 23 

Lighting 25 

Painting and tinting ; 27 

Heating and ventilation 27 

Care of building 30 

Insurance 30 

School equipment 30 

Water supply 31 

The drinking fountain 35 

Playgrounds and play 36 

Sanitation 38 

Toilets 40 

Teachers' cottages 45 

Appendix : 

Plans for school buildings 48 

Rosenwald Aid for negro schools 68 

Building plans 69 

Schoolhouses now erected ' 73 



SCHOOL GROUNDS, SCHOOL BUILDINGS, AND THEIR 

EQUIPMENT 



INTBODUCTION 

In 1913 the Thirty-third Texas Legislature enacted the schoolhouse 
building law, which makes definite requirements in the matter of light- 
ing, heating, and ventilation for all buildings costing more than four 
hundred dollars erected after its enactment. In 1915 the Thirty-fourth 
Legislature made the first appropriation for special State aid for rural 
and small town schools, the purpose of which was "to encourage the 
people of the rural districts to better support their schools by local 
taxation, to provide attractive school grounds and erect modern school 
buildings, to install the equipment necessary for effective teaching, to 
improve the sanitary and hygienic conditions for the sake of the health 
and morals of the children, to employ better trained teachers and pro- 
vide longer terms." — Superintendent Doughty. Succeeding Legislatures 
have continued and increased this special aid. As a consequence, lit- 
erally thousands of old schoolhouse shanties of the pioneer type of fifty 
years ago have been torn down during the past six years; and in their 
place are found modern school buildings, constructed with proper re- 
gard to light, heat and ventilation, and equipped with good school fur- 
niture and teaching material. Much attention has also been paid to 
improving the sanitary conditions, especially those pertaining to water 
supply and outhouses. 

Great as has been the progress, there are yet very many school build- 
ings in the one, two, three and four-teacher class which are unsightly, 
unhealthy and age-worn reminders of the days of the ox wagon, the 
mud roads, the log cabin, and the rail fence. It is indeed possible to 
find in almost every county some rural communities where are seen com- 
fortable homes, commodious barns, well kept fences and improved high- 
ways with automobile transportation and telephone connection which 
yet permit the old shoe-box schoolhouse, outgrown and outclassed, to 
mar the landscape, — outstanding evidence that, while material progress 
and improvement have been made in everything else, school interest and 
school equipment have not kept the pace, — a clear case of suspended 
development. And there are other communities where the first forward 
step necessary to bring about better farm and living conditions will be 
the building of a modern, comfortable and attractive schoolhouse, with 
grounds ample and properly laid out, providing a community center 
for education, amusement and social recreation. Experience has fully 
shown that a community which has been persuaded to erect and equip 
a modern, well-lighted, well-located and attractive school building, at 
once becomes proud of its possession and develops an interest in school 
affairs and community betterment not before possible or attainable. It 
is the registered Jersey, the "big bone" Poland China, the standard bred 
Leghorn or Plymouth Rock in which the rural minded take pride and 
pleasure. One can arouse no interest or enthusiasm in the "scrub" cow, 
the "razor back" hog, the dilapidated rent house, fallen fences and 
crumbling barns. 



— 6— 

A rapid evolution in the type of plant required to properly house and 
equip our schools is going on. The changing view as to the aim of 
public school education, the recognition that social efficiency and prep- 




WttaMB 




Fast Disappearing ; Will Soon Be Extinct. 



aration for citizenship, rather than disciplinary training and exercise 
of the mental "faculties/' should be the ends for which the wealth of 
the State and the Nation can be rightfully taxed, calls for a more suit- 




Old Type, Now Replaced. 



able plant adapted to such broader purposes. In addition to class rooms, 
the new type of building must provide library, laboratories of various 
kinds, work shops and kitchens where lessons and practice in domestic 
arts, mechanics, and experiments in agriculture and gardening may be 



given, auditorium where the school as a whole and the community may 
meet together as often as desired, toilets, sanitary water supply, modern 
heating, ventilating and cleaning equipment. Outdoors there must be 
ground for soil experiments, facilities for other agricultural instruction 
and provision for a variety of playground games and recreation. 

Many requests have been coining to the State Department of Edu- 
cation, especially from rural and small town communities, for plans, 
information and suggestions relative to the construction and. equipment 
of school buildings varying in size from one to eight class rooms. 




Union School, Lubbock County. 



It is the purpose of this bulletin, therefore, to present to boards of 
education, county superintendents, and to the general public such in- 
formation and suggestions gained by very careful and continued study 
of modern school plants, assisted by observations of the efficiency and 
satisfaction afforded by the hundreds of school buildings erected in 
Texas during the past six years. 

The floor plans and front elevation of the buildings herein submitted 
are drawn to scale, and are based on conclusions of some of the best 
school authorities and architects. For the larger buildings (of four 
or more class rooms), it would be wise for school trustees to employ 
a competent architect to prepare complete working plans and specifi- 
cations before undertaking the construction of a school building. Con- 
tractors will then know exactly upon what they are bidding, and much 
more satisfactory results obtained. Before the work on a school build- 
ing is begun, the plans and specifications should be submitted for ap- 
proval to the proper legal authority, and a permit secured as required 
by Section 13 of the State Schoolhouse Building Law. 



—9- 



THE STATE SCHOOLHOUSE BUILDING LAW _ 

Be it enacted by the Legislature of the State of Texas: 

LIGHTING 

Section 1. That in the public school buildings of Texas no window 
admitting light shall be so placed in a class room or study hall that 
it must be faced by pupils when seated at their desks. 

Section 2. That all window openings admitting light into class 
rooms or study halls shall not come lower than a point three and a half 
feet from the floor, and shall extend to a point within six inches of 
the ceiling. 

Section 3. That the area of clear window surface for the admission 
of light into any class room or study hall shall not be less than one- 
sixth of the area of the floor space in said class room or study hall, 
and no part of the said class room or study hall in which pupils are 
seated or required to study shall be at a greater distance from the 
window than twice the height of the window above the floor, except in 
cases in which adequate skylights are provided. 

Section 4. That the main light in all one-room schools shall come 
from the left of the pupils as they sit at their desks, and in all larger 
buildings this condition shall be approximated as nearly as architectural 
demands and the demands of ventilation will permit. 

HEATING AND VENTILATING 

Section 5. That all schoolhouses shall be provided with sufficient 
heating apparatus. 

Section 6. That all stoves, radiators or other sources of direct heat 
located within the class rooms or study halls shall be so jacketed, ven- 
tilated or otherwise protected that the desks upon the side next to the 
stove, radiator or other source of heat shall not be more than five de- 
grees Fahrenheit hotter than, the desks upon the opposite side of the 
room. 

Section 7. That all stoves, radiators, or other sources of direct or 
indirect heat supplying heat for a class room or study hall shall be 
equipped with an automatic temperature regulator that will regulate 
the temperature of said class room or study hall automatically to within 
two degrees of any set standard. 

Section 8. That every class room or study hall shall be provided 
with an efficient apparatus whereby in cold weather a supply of thirty 
cubic feet per minute of fresh, warm air shall be supplied to each 
pupil in such manner as not to place any pupil in a disagreeable draft, 
and shall be provided with exhaust flue or flues, with inlets at or near 
the floor line, so arranged as to effectively carry out of the room the 
cold and impure air without placing any pupil in a disagreeable draft. 

INTERIOR WOODWORK 

Section 9. That all interior woodwork in school buildings shall be 
without such unnecessary fluting, turning or carvings as catch dust 
and microbes, and all floors shall have their surfaces made impervious 



—10— 

to water and germs by a coat of boiling paraffine oil or other floor 
dressing having similar effect, applied immediately after the floor is laid. 

Section 10. That all school buildings of two or more stories shall 
be provided with not less than two widely separated flights of stairs, 
and no stair shall have winding treads, but every tread shall be full 
width and turns be made flat landings not less than four feet wide. 

Section 11. That all stairs shall have a handrail on each side and 
of such size and so placed that it can be held easily by the pupils using 
these stairs, and all stairs shall have at least one landing not less than 
four feet wide between floors. 

Section 12. That all outside doors and all doors leading from class 
rooms or study halls shall be so hung as to open outward. 



BUILDING PERMIT REQUIRED 

Section 13. That no public school building shall be constructed in 
the State of Texas at an expense of more than four hundred dollars, 
until the board of school trustees of the district or city or town in 
which the work is to be done shall have first secured a school building 
permit from the officer legally authorized to grant such permit, certi- 
fying that the plans and specifications of said proposed building con- 
form to the hygienic, sanitary and protective regulations established 
by this act for public school buildings in Texas. The petition for said 
permit shall be made in writing, and shall set forth such details of 
the plans and specifications as are necessary to pass upon the legality 
of the lighting, hearing (heating), ventilation, sanitation and fire pro- 
tection in such proposed building. For buildings in a common school 
district the county superintendent of public instruction of the county 
in which the school is to be located, and for buildings of an independent 
school district, or in a city or town that has assumed control of its 
schools, the superintendent of public schools in that district or city 
or town is hereby authorized, empowered and required to examine all 
plans for all proposed public school buildings, costing over four hun- 
dred dollars, and to grant permits only for such buildings as conform 
to the requirements of this act, and to make a report to the State De- 
partment of Education of all such permits granted, transmitting all 
evidence. 

PENALTY 

Section 14. That no person charged with the duty of disbursing 
school funds or of authorizing disbursement of school funds in the 
State of Texas shall pay or authorize the payment of any vouchers, or 
in any other manner pay out any sum of public money for the con- 
struction of any school building at an expense of more than four hun- 
dred dollars until the board of school trustees of said district or city 
or town has secured from the properly constituted authority a legal 
permit for such work, and that any disbursing officer failing to observe 
the provisions of this act shall be held liable for such amount as is 
paid out on account of such building as is not legally permitted. 

Section 15. That the State Department of Education shall imme- 
diately upon the passage of this act have prepared and sent to every 
county superintendent of public instruction, to every superintendent 
of schools in an independent school district, or city or town, and to 



—11— 



every board of school trustees in Texas a bulletin setting forth this 
law, indicating the reasons for each of the regulations, and indicating 
ways in which the provisions of this act can be easily, effectively and 
economically met in the construction of school buildings. 

Section 16. The provisions of this act shall apply only to buildings 
constructed after this act takes effect. 

Section 17. The fact that there is now no law regulating the con- 
struction of public school buildings, and that hundreds of thousand (s) 
of dollars will be wastefully spent in unsanitary and unhygienic school 
buildings within a few months, creates an imperative public necessity 
requiring that the constitutional rule providing that bills be read on 
three several days be suspended, and that this act take effect and be 
in force from and after its passage, and it is so enacted. 



—13— 



SCHOOL GROUNDS 



LOCATION 



In general, the school building should be placed as near to the center 
of population as conditions will permit. It is, however, of much greater 
importance to have well-drained grounds, sanitary water supply, ample 
space for playgrounds, and for experiments in agriculture and garden- 
ing, with possible space for a teachers' home, than to give preference 
to a central location at the expense of these other more vital advantages. 
Healthfulness, ample space, freedom from disturbing noises or other 
objectionable influences, and accessibility should receive first consider- 
ation. The point selected must be accessible for all by the roads and 
paths leading to it. But a school building may be too close to a public 
highway; it is thus exposed to the abuse and vandalism of tramps and 




Two-Teacher School, Crockett, Jones County. 

other irresponsibles who often do not hesitate to break into and damage 
the building at night or when found unoccupied and unprotected. The 
proper remedy for such a situation where the school employs three or 
more teachers is a "teaeherage" on the school grounds. Unless such 
protection is afforded, no rural school building should be nearer than 
one hundred and fifty yards to a public highway. 



FENCES 

A strong and well-built fence around the school grounds will prove 
a great protection, not only against occasional stray stock, but also from 
those who, seeing the exposed and undefended building, make free to 
ride or drive across the grounds whenever occasion suggests. Certainly 
no effort at beautifying either with trees or with flowers can hope to 
be successful without such protection. No farmer living on his farm 
would be willing to leave his home thus unprotected by a fence. How 
much more do the school house and grounds so often unoccupied need it ! 

The fence should not be made of barbed wire nor of pickets. It 
should be strong and durable, and not too difficult to climb when the 
boy's ball in play accidentally flies over it. Eegular six-inch fencing 
plank, nailed to cedar posts eight feet apart, and five or six planks high 




a z 



—15- 



makes the best fence. The posts should be sawed off at the top plank 
and a cap plank of same dimension nailed down firmly upon the posts. 
Finally a coat of whitewash given by the larger boys each year as a 
"project" will give a finish, attractiveness and air of distinction which 
will a hundredfold repay the investment. 



SIZE 

"The effort to adapt country schools to country life will amount to 
very little unless the country schools are furnished sufficient grounds 
for their needs. Under existing conditions it is useless to expect any 
sort of successful teaching of agriculture in most country schools. When 
school grounds are larger, a small school farm and a home for the- 
teacher provided, and the school plant made a community center during 
the entire year, there will be fewer to leave the farm for the city.'*" 
— Superintendent W. F. Doughty, 1917. 

The area of the grounds should be sufficient to accommodate the 
pupils in all their games, to provide for shrubbery, trees and flowers, 
school buildings and necessary outhouses, water supply, school garden" 
or farm. The smallest country school could well use to advantage a 
site containing at least two acres. 

Where a teachers' home, a school garden or farm, and possible space' 
for transportation equipment as in consolidated schools are all to be- 
included in the school plant, the plot should contain from five to ten- 
acres. 

DIVISION OF GROUNDS 

The plan of laying out the grounds will depend upon the size andf 
slope, or drainage, location of native trees and public roads. Assum- 
ing that the school site has been wisely selected, the following require- 
ments should be carefully considered: (1) The location of the school 
building, which should be placed where no surface water will collect, 
and as far from the public road as other conditions will permit; (2) a 
boys' playground; (3) a girls' playground; (4) a general playground 
for the smaller children and for those not taking part in the ball games ; 
(5) the school garden and plots for demonstrations in agriculture; (6) 
gravel walks and drives, shade trees and shrubbery; (7) the site for 
the teachers' cottage or home. The boys' playground should contain 
a baseball diamond and basketball court. The girls' playground should 
contain a volley ball court and one or more tennis courts. Basketball 
for girls in general is now condemned as being too great a strain upon 
certain nerves and muscles. The heart especially is subjected to strains 
which too often mark the beginning of disease and from which the- 
patient never recovers. The directors of the Interscholastic League 
and the American Women's Conference of College Athletics have de- 
clared against it. 

There should be ample space on the general playground for such 
apparatus as giant strides, slides and swings, and other devices for the 
small children who are so often neglected in the matter of provision for 
interesting games and sports. 

Failure to provide ample playgrounds is a sin against childhood and 
deprives the children of their birthright. Play must have a largo place 
in the efficient modern school. Play, which teaches co-operation through 



—16— 

'•team-work," which stimulates quick action, prompt decision and sound 
judgment; play which develops character while strengthening the body; 
play which educates body, mind and heart must be better provided for 
all the children in every rural school. 

The school garden and agricultural plot should be selected where the 
soil and the drainage will be suitable for such purpose. When a site 
for a teachers' home is included in the school grounds, the garden and 
farm should be selected adjacent to it. 

SCHOOL BUILDINGS 

FOUNDATION 

A good foundation is very essential, if the building is expected to 
remain true in all its parts, and to withstand the force of the winds for 
a number of years. It costs too much in the long run to take even 
the slightest risk of making a mistake in this part of the building. In 
some sections of the State it is very difficult to obtain a secure founda- 
tion, but the additional cost of making the best one possible will be a 
wise investment. This is true in the case of small buildings as well 
as of large and expensive ones. All competent architects and con- 
tractors will agree as to the importance of looking well to this feature 
of the building when drawing up the specifications. It is too late, and 
also useless to express regret when the walls of an expensive building 
begin to crack or sag because of an insecure foundation. For a num- 
ber of obvious reasons the foundation ought to extend to a considerable 
distance above the ground line. If the building is too near the ground, 
the rooms will be kept damp and musty and the wood material in the 
foundation will decay. In no part of the State should the floor be 
nearer than 24 inches to the ground, and in the eastern counties it 
should be even further above the ground. A solid concrete foundation 
extending 24 inches above ground with iron ventilators on two sides has 
been found to be the most satisfactory. If the building is supported 
by blocks or piers, it should be neatly and tightly underpinned to the 
ground line. 

BASEMENT 

Very few buildings, especially frame structures, have basement rooms. 
In larger buildings of brick or stone, such rooms are expensive to con- 
struct properly and very difficult to keep dry. As a general rule, they 
are damp, ill-ventilated and worse lighted. Even when constructed with 
cement, they must be surrounded with tile drains set below the level of 
the basement floor, or the building must be surrounded with tile drain- 
age. The chief advantage of a basement lies in providing room for a 
hot air or steam furnace, fuel, storage and toilet rooms. 



FLOORS 

Floors should be double-laid, with some deadening material between 
the upper and lower layers. This will keep out the ground-damp be- 
low the floor and make the room easy to heat. The extra cost of a 
double-laid floor over a single-laid floor is more than offset by the 
saving in fuel, not to mention the protection of the children against 
colds and other discomforts. 



—17— 

The under layer should be of good material laid diagonally across 
the floor joists, and closely joined together. Over this should be laid 
some kind of deadening material or good quality of strong building 
paper. The upper layer should be laid at right angles with the joists, 
and should be made of clear hard pine tongue-and-groove flooring not 
over three to four inches wide. Every board should be carefully driven 
up, blind-nailed at every bearing, and joints should line up within 
less than four boards. Seasoned white oak or hard maple is much 
better than pine for the top layer of the floor; but no grade of pine 
flooring less than B & B edge-grain should ever be used. 

Before the floor is used it should be sandpapered or planed to an 
even surface and treated with a boiling mixture of linseed oil and 
paraffine, in the proportion of two pounds of paraffine to each gallon 




Mt. Gibson School, Van Zandt County. 



of linseed oil. This mixture should be applied with a brush, about 
one gallon to every 500 square feet of surface to be covered. About 
once every three months after the building is in use the above mixture 
or one having similar effect should be used to keep the floor in good 
condition and to keep down the dust. In oiling the floors be careful 
lest too much oil be used and the floors be made greasy and unsightly. 
The linseed oil suggested prevents the lumber from shrinking by clos- 
ing the pores and the paraffine coats it with a wax and prevents the 
adherence of dust. 

WALLS AND CEILING 

The walls for class rooms should be at least 12 feet high, inside 
dimensions, and the ceiling be made of smooth tongue-and-groove floor- 
ing. Every board should be driven up tight and blind-nailed at every 
bearing. Beaded ceiling catches dust more than the plain and should 
not be used. Beaver board must never be used for ceiling; it tends to 
sag between joists and is ruined by one wetting from a leak in the roof. 



-IS— 



HALLS AND STAIRWAYS 



To avoid interference of pupils in passing, the halls in school build- 
ings of more than three rooms should not be less than 8 feet wide. 
The stairways in buildings of two or more stories must not be less than 
four feet wide, and the flight must be broken by at least one flat land- 
ins: not less than four feet wide. There must be also "not less than 




Martindale School, Caldwell County. Six Class Rooms. 




Cass County Rural School. 



two widely separated flights of stairs, with a handrail on each side and 
of such size and so placed that it can be easily held by the pupils using 
these stairs." (Sees. 10 and 11, Schoolhouse Building Law.) 



DOORS AND WINDOWS 



Wherever it is possible to do so, plain doors without panels should 
be used, especially for outside entrances. Plain doors are easily cleaned. 



—19— 

Careful observation seems to have proved that it is a serious mistake 
to use doors with glass panels or panes. The slamming of the doors 
often causes the glass to be broken, it is expensive to replace it, and 
often an unsightly sheet of tin is nailed over the opening. If it is 
necessary to utilize the space about the door for lighting halls or cor- 
ridors, the panes of glass should be of the smaller sizes and placed in 
the walls by the side of or above the door. The outer doors of the 
building are required by law to swing outward, both as a protection 
against danger from fire and against driving rains. The doors leading 
from school rooms into halls should also open outwardly into the halls 
or corridors. There should be an approach to the entrance of the build- 
ing to prevent having to open outside doors back against the outside 
wall. In selecting locks for outside doors care should be taken that 
only such locks are put on as cannot be easily unlocked or removed. 
The most satisfactory method of fastening outside doors seems to be 




Union Hill, Cass County. 



by the use of a strong Yale lock and a separate bronze-finished or black- 
steel door-set with handle, latch and lift attached to door by means 
of strong metal bolts extending to inside and put on with lock nuts. 
The ordinary lock may be turned with a common skeleton key, and if 
any screws are exposed either in the knob bolt or elsewhere in the lock, 
the lock is soon out of repair and becomes useless. 

All panes for outside windows should be of a good quality of clear 
glass. 'Panes of the smaller sizes should be used rather than the larger 
ones, because if broken they may be obtained at much less expense 
than the larger ones. All window sash should be heavy enough to pro- 
vide double-hung windows so they can be easily raised and lowered. 
Windows admitting from 18 to 24 square feet of light each should be 
selected to obviate the use of too many mull ions or wooden divisions 
between the windows in the group. Window glass should be kept free 
from paint or coloring of any kind but should be provided with light- 
colored shades to regulate the amount of light. A painted or stained 



—20— 

window gives a confused and dazzling light which is very harmful to 
the eyes of the pupils. 

CLASS BOOMS 

The class room is the fundamental unit about which the schoolhouse 
is designed, and should be planned to accommodate about forty pupils. 
One teacher cannot manage efficiently a greater number. Each pupil 
should have a comfortable desk and the floor area should not be less 
than 15 square feet per pupil, with at least 200 cubic feet as the mini- 
mum cubic volume. Thus, for a forty-desk class room, the dimensions 
should be: width, 22 feet; length, 30 feet; and height, 12 feet from 
floor to ceiling. A room of these dimensions will accommodate com- 
fortably 40 pupils by using five rows of desks with eight desks in each 

TOW. 

.Careful attention should be given to the orderly arrangement of the 
furniture and equipment in the class room. 

The teacher's desk should be at least three feet from the wall, directly 




."-„' ■;'*»' - 




Circleville School, Williamson County. 

in front of the pupils, and midway between the right and left walls. 
The cases containing maps should be hung on the wall in front of the 
pupils. The pupils' desks should be neatly arranged in rows. The 
aisle on the window side of the room should* not be less than 24 inches 
wide. All interior aisles should be uniform and not less than 20 inches 
wide. Aisles opposite the window side of room should be as -wide as 
practicable. No pupil's desk should be nearer than three feet to teacher's 
desk, and the space at the rear of the room back of the desks should 
be at least 24 inches. Where there are two or more rows of desks of 
the same size in a room, they should be in perfect alignment both from 
back to rear and from side to side. No row should contain desks of 
more than one size. A mistake is often made in arranging seats, the 
method being to place the largest seat in the rear of the room, then the 
next smaller in front and so on, down to seats of the smallest size. 
Such an arrangement places many pupils seated on a large seat with 



—21— 

the desk of a smaller seat immediately in front. Such pupils are thus 
required to bend forward over their work to a degree that is a menace 
to health. The vital organs are compressed unduly and shoulders 
stooped. The proper way is to arrange the seats of the same size in 
one or more rows from back to front. 

When desks are properly arranged, they should be securely screwed 
to the floor. ISTo desk is complete until the legs are securely fastened 
to something that will act as a brace. Much damage and breakage has 
resulted from failing to observe this requirement in the construction of 
all school desks. If conditions seem to require the desks to be moved 
at certain times, then they should be fastened in sets of not more than 
three to neatly finished beveled wood slats, $-x2§ inches. Screws should 
be run up full with a large screwdriver and not driven. 



CLOAK EOOMS 

Cloak rooms, or some substitute therefor, are a necessity and are pro- 
vided in all plans of modern school buildings. 

In many of the larger and more expensive school buildings of recent 
years steel lockers, placed in the corridors, or set flush in the walls 
thereof, have taken the place and saved the space formerly held by the 
cloak rooms. 

No class room can be made to appear attractive and well kept when 
wraps, hats, overshoes, umbrellas, lunch buckets and baskets are hung 
upon the walls or thrown upon desks and tables. 

The cloak room should be located so it can be supervised by the 
teacher. Preferably it should have two doors, one for the entry of pupil, 
the other for his passing into the class room. In some plans wardrobes 
18 to 24 inches deep are provided in the rear of the class room. If 
these are made open at the top and bottom, so as to provide ample ven- 
tilation, they prove a fairly satisfactory and inexpensive substitute for 
the cloak room. 

LIBBAEY AND BEADING BOOM 

Each school should have a library room in the building for the care, 
use and distribution of books belonging to the school. This room need 
not be large, for a small school, but it should be separate from the class 
room and should be made quiet and attractive. Adults cannot give 
undivided attention to their reading when surrounded by much noise 
and confusion, and children have even less power to concentrate their 
attention under such conditions. 

A library room can be made attractive at small expense. The size 
of this room is a question to be determined by the conditions involved. 
In most country schools there will not be a large collection of books, 
hence, but little space will have to be provided in the form of shelves 
or bookcases. However, a room large enough for a few chairs and a 
reading table will be necessary. The library room can also be used as 
a teacher's room in which private conferences with patrons and school 
officials may be held. A room 10 feet long by 8 feet wide, provided 
with necessary windows for lighting and a door opening into the class 
room, will usually be large enough. Such a room should not be omit- 
ted, even at the expense of a reduction in cloak room space. The 
library itself will be discussed under the head of equipment. 



-22— 



WORK ROOMS 



The plans prepared by the Department of Education and reproduced 
in this bulletin are designed to accommodate and encourage some very 
important phases of school work, the interest and value of which the 
rural communities are just beginning to realize. All schoolhouses, in- 




Industrial Work, Crockett School, Jones County. 

eluding those for one-teacher schools as well as those of the consoli- 
dated type, should have at least one work room, where farm carpentry 
and mechanics, household arts, dressmaking, nursing, gardening, ele- 
ments of agriculture and animal husbandry can be taught by actual 
practice. It is becoming more and more apparent that teaching chil- 




Industrial Work, Crockett School, Jones County. 

dren merely to read, write, and cipher, in a more or less defective man- 
ner, with a little "book learning" in grammar, geography, history, and 
physiology, has fallen far short of fitting boys and girls for good citi- 
zenship, or giving them the proper attitude toward life's duties and 
responsibilities. The entire country is slowly awakening to a realization 



—23- 



that the old traditional course of study as followed in most rural schools 
has failed to hold the interest of a large per cent of the school children 
above the sixth grade, has failed to arouse the boys' and girls' interest 
in home and farm vocations, and has helped, rather than checked, the 
constant drift of our farm youth to the cities and the large towns, 
where all too often a life of miserably paid service, of periodic unem- 
ployment and suffering, of degrading labor or crime awaits them. 

Educational thinkers and students are coming to see that some form 
of industrial training must be given in order that children may acquire 
knowledge, ideals and skills which will serve for vocational guidance, 
which will tend to arouse an abiding interest in home and farm voca- 
tions, Avhich will develop a feeling of worthiness and self-confidence 
because of tangible and satisfying results obtained, and give them a 
right attitude toward honest labor and the preparation necessary to be 
made for successful living. 

Where only a two-teacher school building is required, one work room 
can be made to accommodate both boys and girls, provided the work 
is alternated. In the erection of all school buildings it is very earnestly 
advised that provision be made for the work rooms as planned, for an 
aroused public opinion will soon be demanding that suitable industrial 
training be made a regular feature of the daily program. 



ASSEMBLY KOOM 

ISTo school building is complete that does not contain an assembly 
room or auditorium where the school may be assembled for general and 
special exercises during the school term, and where the people of the 
community may convene frequently in social center and other com- 
munity meetings. 

It is not enough that the school building should serve only as a 
place where the children may attend school for a few hours each day 
during five or six months of the year. This use is essential and im- 
portant, but the school building owes a larger service. The American 
public school ought to be a school for all the people, — for the children 
and also for the grown-ups. The assembly room or auditorium is the 
class room or lecture room for the people, and if properly used will 
exert a powerful and conscious influence in the development of the 
community. It is a very necessary and integral part of a properly 
organized school plant and should not be omitted in the building plans. 
If at all possible, a separate room should be arranged for this special 
purpose, and should be provided with a stage, dressing rooms, and 
simple and attractive scenery and furnishings. 

In buildings of three class rooms or less it is customary to save 
expense in the construction of a special assembly room or auditorium 
by arranging so that two class rooms may be "thrown together" to accom- 
modate such meetings as may be held for the social or civic improvements 
of the community. Such an arrangement may be provided by means 
of movable partitions, folding doors, rising sliding doors or hinged 
blackboard sections. This is a difficult piece of construction, and often 
results are unsatisfactory, especially in houses erected at smallest pos- 
sible expense. The ceiling joists and the rafters are not sufficiently 
supported and strengthened to sustain the extra weight of these parti- 
tions; they soon sag in the middle and the doors refuse to work' properly. 



—24— 

For small buildings, probably the best solution is to use the doors as 
separate panels held in grooves at the top and bottom so that they may 
be lifted out, set to one side and replaced as occasion demands. If 
funds will permit, and proper care is observed in "trussing" the joist 
above the partition, the folding or accordion doors may prove more sat- 
isfactory. These should hang from pivots running on an overhead 
trolley, and are guided by castors running in a track on the floor. The 
doors are hinged together in four places and fold back on each side. 
If a rising sliding door partition is installed, it should consist of two 
doors, one on either side of a small central column and extend to within 
about four feet of each side of the rooms. These doors may be allowed 
to fit at the bottom into a stool, window-fashion, about 24 to 30 inches 




"jinn— 




Bethel School, Runnels County. 



high, and when raised to full height, fit into a sheath or case, so that 
the top of the opening will be about eight feet above the floor line. 
Each of these doors should be carefully balanced, preferably with 
molded cast-iron weights, run on pulleys like window weights. These 
doors provide ample space for large pieces of blackboard and the stool 
at the bottom answers very well for a chalk rail. They should be 
made of the best selected hard pine and substantially framed or edged 
with a light strong board about % by 3 inches in dimensions. It will 
be unsatisfactory if a rising partition is made of one piece. It will be 
too, heavy to operate easily, difficult to properly balance; and the span 
across the room, unsupported, will be in danger of sagging and thus 
injure the entire building. 



—25— 



Instead of using folding doors, it may be cheaper and better to place 
hinges on a blackboard section at the top edge and by the use of pulleys 
raise the section when desired. Duro-plate, hylo plate or beaver board 
on both sides of a light frame may be used in this way. Below the 
blackboard and above it the walls may be of permanent construction. 

Whenever the school is of such size as to require four or more class 
rooms, there should be an assembly room, or auditorium, entirely sep- 
arate and apart from any class room. First, because the separate audi- 
torium can be equipped with comfortable seats for a much larger audi- 
ence, and with a stage, curtains and lights that add much to its useful- 
ness and effectiveness as a meeting place for the school as a whole and 
the community at large. Second, because in spite of the best intentions 
and care, the public use of class rooms is always attended with more or 
less abuse and damage to the equipment and furniture of the rooms. 

A school building with four class rooms can be built so as to provide 
a separate auditorium at very little extra expense. This is done by 
planning all the rooms except the auditorium, on the first floor in the 
shape of a square, or rectangle nearly square. Cover with a hip roof 
with large dormer windows for light and ventilation. Within the large 
space beneath this roof there is ample room for an auditorium seating 
250 people, and approached by two separate stairways on opposite sides 
of the building. 

LIGHTING 

A very important problem in schoolhouse construction is the proper 
lighting of the class rooms. Under no circumstances should pupils be 
required to face the light, and, if possible, the teacher should be equally 
favored. The proper light is that admitted over the left shoulder of 
the pupils for the reason that most children are right-handed and the 
admission of the light from the left prevents the pupil's own shadow 
being in his way. In this climate it is advisable, for the purpose of 
ventilation in warm weather, to place windows in the other walls of 
the room as well as on the left-hand side. However, all windows for 
purposes of ventilation should be covered with louvers or fixed latticed 
blinds to shut out the light but admit air for ventilation. The greatest 
objection to the admission of light from the rear is the slight shadow 
produced in front of the pupil and also the strain on the teacher's eyes. 
The former is not serious and the latter is not great if the rear of the 
building is toward the north because no direct sunlight enters the room 
from that direction. 

The law requires that the amount of clear glass surface of the win- 
dows for a class room shall be not less than one-sixth of the floor space, 
and a larger amount is desirable; also, that the bottom of the windows 
for lighting purposes shall be at least three and one-half feet above the 
floor line, and that the top of the window opening shall be six inches 
from the ceiling. 

The windows for lighting should be arranged in a group with as 
little intervening wood space as may be necessary to give the building 
sufficient strength. The front window of the group on the left should 
be opposite the front row of desks, and should not be nearer than six 
or eight feet to the front wall, while the rear window of the group may 
come within one or two feet of the rear wall of the room. Under no 
circumstances should any light whatever be admitted to a class room 



—26- 



from the front or right of the pupils as they are seated at their desks. 
It has been previously stated that the building should be so placed on 
the site that the main light will enter the room from either the east or 
the west, if possible; from the south or north only when it cannot 

be avoided. Light is best 
when it comes from above 
the left shoulder. There are 
then no interfering shad- 
ows and the page or object 
studied is best illuminated. 
Good window shades of the 
right type are needed in 
every room that receives its 
light from the east, south or 
west. No shades should be 
put up on the windows 
which admit light from the 
north. The shades should 
not be of the usual dark 
type attached to the tops of 
the windows, as is cus- 
tomary in the home; it 
should be made of linen, 
light in color and trans- 
lucent. Above all else, it 
should be attached so that 
it can be lowered from the 
top. The type shown in the 
cut is one of the most dur- 
able and satisfactory. It 
has two separate spring 
rollers, is fastened at the 
middle of the window, and 
either upper or lower shade 
may be worked independ- 
ently of the other. 

The habit of keeping the 
shades that are attached at 
the top of the windows 
drawn down half way, under 
the insane impression that 
it looks better from the out- 
side, is most pernicious and 
hurtful. On cloudy days, 
it gives the school room an 
air of gloom and jail-like 
darkness, only too suggestive 
to the children of what the 
school is like. This habit should be corrected by the trustees, even if 
it becomes necessary to go to the extent of demanding the resignation of 
the offending teacher. The atmosphere of the school room should al- 




—27— 

ways be bright, cheery and attractive. This cannot be if on cloudy or 
other days the room is dark and gloomy, with constant suggestion of a 
coming storm. On such days care must be taken that pupils have 
enough light, that shades are so adjusted as to give the greatest possible 
amount of light — that from the upper half of the window, — and that 
what, is written upon blackboards or printed on the page may be seen 
without eye-strain or fatigue. 

PAINTING AND TINTING 

Nothing adds more to the ornamentation of the inside of the school 
building than paint properly applied according to some harmonious and 
artistic color scheme. Perhaps, the most satisfactory suggestions relat- 
ing to painting and tinting of the inside of the building come from 
a report made to the school board of New York City by a committee 
of the most prominent oculists of that State. According to their re- 
port, the lower portion of the walls to wainscot height (about 3^ feet) 
should be light brown; the upper walls should be light buff or light 
gray; and the ceiling should be ivory white or light cream. The effect 
of this combination of colors is very restful and cheerful. Eed is stim- 
ulating, irritating and unrestful; blue is quieting, but depressing. 
Neither red nor blue should be used inside the class room. 

It is very necessary for wood buildings to be painted on the outside, 
both from the standpoint of economy and attractiveness. To properly 
paint a building not less than three coats of the best grade of paints 
should be used, and no coat should be applied on a wet or damp sur- 
face or until the preceding coat has had ample time to thoroughly dry. 
The following suggestive combinations of colors are here presented as 
being suitable for outside painting : 

Eoof 
Black or dark green 
Dark brown 
Dark green 
Black 

It will be observed that white is not suggested as a suitable body 
color. Authorities agree that on account of the fact that white reflects 
the light too much it should not be used as a body color for public 
buildings. Another reason for not using white as a body color is on 
account of its showing weather effects so quickly. 

Outside houses and toilets should be painted and trimmed according 
to same color scheme used in painting school building on outside. 



Combination 


Body 


Trimming 


No. 1 


Steel gray 


White, brown or lead 


No. 2 


Straw 


Dark brown 


No. 3 


Silver gray 


Stone 


No. 4 


Slate 


Pearl gray 



HEATING AND VENTILATING 

In planning and constructing a heating and ventilating plant, the 
main problems are to maintain 'a uniform temperature throughout the 
entire room and secure a constant supply of pure fresh air. 

The proper temperature of a school room is 68 to 70 degrees Fahren- 
heit at the breathing line. This uniform temperature, experience shows, 
cannot be maintained by means of the ordinary unjacketed stove or 
radiator. It is, therefore, necessary to provide some kind of heating 
system which will adequately heat and, at the same time, properly ven- 



—28— 

tilate the room. This may be done in either one of two ways: (1) the 
fan system, by which the heated air is forced into and the foul air out 
of the room; (2) the gravity system, which keeps the air in circulation 
due to the difference in weight of the same bulk of hot and cold air. 
Inasmuch as the fan system is too elaborate and expensive for coun- 
try and village schools, and its proper installation requires an expert, 




Properly Installed Ventilating Heater and Flue. 



the discussion in this bulletin will be confined to the gravity system 
as applied to jacketed stoves. 

A jacketed stove, as its name indicates, is a stove surrounded by a 
metal casing or jacket between which jacket and the stove is an air 
space connected directly by means of one or two ducts with the outside 
fresh air. 

These ducts permit the cold fresh air from the outside of the build- 



-20 — 



ing to be brought into contact with the stove. When this air is warmed 
it rises and circulates throughout the school room. The jacket, when 
properly fitted, serves to keep the fresh air close enough to the stove 
to heat it, and at the same time to deliver it into the room well above 
the breathing line. To complete the circulation of air by means of such 
jacketed stove there must be an outlet or exit flue for the foul air. 
This may be built in connection with the smoke flue by building a 
chimney large enough to contain a fire-clay tile, terra cotta, or iron 
pipe with which the smoke pipe connects to carry the smoke, leaving 
sufficient space between pipe and wall of chimney to carry the foul air. 
The entrance for the foul air into the foul air flue must be made in 
the chimney at the floor line. Dampers should be placed in the fresh 
air duct and also in the foul air vent to regulate, when necessary, the 
amount of air entering the room. A room fitted with an adequate 
system of ventilation will be heated more cheaply and more readily 
because it is easier to remove the cold air by means of the foul air 
vent than it is to heat it by radiation from the warm air in the upper 
part of the room as is the case when the common stove is used. Splen- 
did patent jacketed stoves are now on the market and a list of those 
approved by the State Department of Education will be furnished to 
anyone on request. 

The stove should be of heavy construction, without rims or other 
projections, and with a medium base. For a room of the usual size, 
22x30 feet, with wall 12 feet in the clear, the fire-pot at the bottom 
of the stove door should not be less than 18 inches in diameter for 
places south, and not less than 20 inches north of latitude 32 degrees. 
A stove with a fire-pot of less diameter may heat the room very satis- 
factorily, but in extremely cold weather it will be necessary to heat the 
stove so intensely that the material being lighter than in the larger 
sizes, will soften and burn out. Careful observation has demonstrated 
that no heater with a fire-pot of less than 18 inches in diameter should 
ever be installed if satisfactory heating and ventilation is to be expected. 
The shield or jacket of the stove should be made of Russian iron or 
plated steel of not less than 24-gauge, and should be lined with heavy 
corrugated sheet tin or bright sheet iron, and with a heavy layer of 
asbestos between the lining and the jacket. The shield or jacket should 
be as nearly radiation-proof as possible. The shield or jacket should 
not be less than eight inches from the stove, about six inches above 
the floor, and about six inches taller than the stove. The open space 
at the base of the jacket allows the cold air near the floor to be drawn 
into the jacket and heated. The door in the jacket should be large 
enough to permit the easy passage of fuel to the fire-pot door. 

The fresh-air inlet duct should not draw the air from beneath the 
floor but should be connected with the fresh air outside by means of 
an opening in the side wall of the building, and should be of sufficient 
dimensions to permit the passage of at least 30 cubic feet of fresh air 
per minute for each pupil on the basis of the number of pupils to be 
accommodated by the room. This duct should not be less than 12x16 
inches in cross-sectional area, should enter the room through the wall 
above the floor line and be connected with the jacket, bringing the cold 
fresh air into direct contact with the fire-pot or combustion chamber 
of the heater. 



—30— 

Flues for class room heaters should be constructed of hard-burned 
brick, with inside dimensions of flue not less than 12x12 inches for 
each stove for full height of flue, and should have a foul air vent at 
the floor line equally as large. If a flue is to accommodate more than 
one stove there must be a partition for the full height of the flue, and 
each division made the size indicated above. No single flue should 
carry more than one stove. Great care should be given to see that the 
flue is built high enough above the roof. When the flue comes out at 
the ridge, it should extend at least two feet. If erected at the eaves, 
it should extend one or two feet higher than were it built through the 
ridge. In such position it must be braced to the roof by steel rods to 
prevent being blown down by high winds. 

CARE OF BUILDING 

Nothing contributes more to the efficiency of school work than neat, 
well-kept school buildings. Public property should have the same care 
and consideration that should be given private property. During school 
hours, the superintendent or principal is the legal custodian ' of the 
school building. It is, therefore, most important that he keep con- 
stantly on the alert to prevent marking or mutilation of the property. 
During the time that the school building is not in actual use for school, 
it is the duty of the trustees to see that it is kept securely locked and 
the keys placed in the hands of some reliable person with definite in- 
structions as to when the building shall be opened. 

No schoolhouse nor its equipment should be subjected to wilful abuse 
or destruction, nor used as a meeting place for any kind of assembly 
which will not or cannot be responsible. 

INSURANCE 

The cost of insurance against damage to school buildings by fire or 
tornado is too small for this important matter to be overlooked by 
trustees. Care should be taken to see that the company issuing the 
policy is a reputable one. The provision of fire and tornado insurance 
is especially urged for the protection of school districts against which 
there are unpaid schoolhouse bonds, because if the school buildings 
are uninsured and should be destroyed by fire or storm it would be a 
great burden on the people to rebuild them. 



SCHOOL EQUIPMEN1 

The cost of adequate equipment should be figured as a necessary part 
of the expense when bonds are to be voted. A sufficient amount of 
bonds should be issued to fully construct and equip the school building. 
Too often it has occurred in the erection of a new building that the 
matter of equipment has not been considered, and as a result insufficient 
or inferior equipment has been purchased with such funds as could be 
spared from the local maintenance. A worse evil and more far-reaching 
in its consequences has been the practice many district trustees have 
followed of contracting with school supply firms for equipment which 
they could not pay for out of current funds, and signing vouchers pay- 
able in one, two or three years. Such procedure in the end is not only 



—31— 



costly to the district, but is positively illegal and renders the trustees 
individually liable for the full amount of the indebtedness, besides re- 
ducing the term of school. for several years in order to meet this addi- 
tional expense. 

Every well-equipped school should contain the following articles : 

(1) Enough modern single desks of suitable sizes to accommodate 
all pupils in the room, with every desk in good repair and securely 
fastened to the floor or to neat wood slats. In a small school in which 
several grades recite to one teacher, at least two recitation seats seven 
feet long should be provided. 

(2) A standard teacher's desk of sanitary construction having at 
least three drawers with locks, and a good strong chair. 

(3) Not less than thirty lineal feet of first class blackboard to each 
room. The best material is slate, and where funds will permit, slate 
should always be used. It lasts as long as the building, requires only 
to be washed occasionally with soap and water, and is always serviceable 
and satisfactory. Its first cost is the only cost. 

Artificial plate composition boards manufactured under such names 
as dufo-plate, hylo-plate and fibrite are usually satisfactory. They cost 
some less than slate, and can be renewed once or twice by the appli- 
cation of liquid slating. These composition boards if nailed to the 
wall or to a wood frame at 'both top and bottom will sometimes buckle 
or stand out from the wall in the center. This can be avoided by nail- 
ing securely one side only, preferably the top, leaving the other side 
free under the molding so that it may expand as temperature conditions 
may require. 

(4) A neat and attractive bookcase with glass doors which can be 
locked and at least $25 worth of suitable and approved books per teacher 
and one good high school dictionary. 

(5) A set of standard geographical maps, including political maps 
of Texas, United States, North and South America, Europe, Asia, Africa, 
and Australia. For the most satisfactory and durable service, each of 
these maps should be mounted in a separate wood or steel case. 

(6) An approved jacketed ventilating heater properly installed. 

(7) A dustless floor brush, some oiled dust cloths, a poker and fire 
shovel. 

(8) An adjustable shade of light color for each window on the east, 
south, or west. 

(9) A standard phonograph or talking machine with at least twenty 
selected records. 

(10) A few carefully selected pictures on the wall that will make 
an artistic appeal to the pupils. 

(11) A clock, a thermometer, a call bell, and waste basket. 

(12) A supply of noiseless erasers, a box of dustless crayon, some 
rubber-tipped pointers, a foot scraper and door mat. 

(13) An approved type of drinking fountain. The bubbler drink- 
ing fountain is the most sanitary and satisfactory device for supplying 
pure water to each pupil. The individual drinking cup is a delusion 
and a snare. In practice they soon become dirty and are often loaned 
or swapped by the children. Unfortunately for the bubbler fountain's 
reputation, some very cheap and worthless "contraptions" have been sold 
in Texas by school supply houses, which have proven wholly unsatis- 
factory and useless. School boards desiring reliable information on this 



—32— 

or other articles of equipment for school use should write for the State 
Department's list of approved apparatus and supplies which have stood 
the test of actual use and service. 

WATER SUPPLY 

Every school should have an ample supply of pure water. In main- 
taining the health of school children no factor is of greater importance 
than an adequate supply of pure, good drinking water. Water is the 




vJ/c ///'»a £>ox . 



/7<7S7c/ P*c/rryo PbrcT7j'p& 



Gear & A" t*-f- 

Pcs/vyo p/<7r>pe 



1 CToncrc/-^ P/erfforrry 

\ Poc/rcc/ /3/-/-<^r- Pt/rryf? /J s3c-A 

tf<T// Chr?/r>f 
rots p^/yoaS 




JOcsnyo Cy//n</<?r' 



source by which some of the most serious epidemics of disease have 
been spread. Typhoid fever, scarlet fever, different types of dysentery 
and diarrhea, and several forms of mouth and skin diseases have been 
spread by means of impure water and contaminated drinking cups. 

In providing a sanitary water supply for the school children, the two 
important considerations are : 

I. That the source of supply shall be so located and constructed as 
to prevent the access of any contaminating material from the surface or 
by underground means. 

II. That the water shall not be made impure by access of disease 
germs through bad methods of distribution to the individual child. 



—33— 

If there is likelihood of obtaining good water on the site at reasonable 
cost a well should be sunk. The purity of well-water depends largely 
upon the manner in which the well is cased or walled and the precautions 
shown to prevent its pollution. Driven or bored wells should be fitted 
with screw-joint iron casing or vitrified tiling. Dug wells should be 
walled with stone or brick to within six feet of the surface. The casing 
from this point to the top of the well should be made of concrete, or 
vitrified pipe, and cemented waterproof. This will prevent surface con- 
tamination which seeps through the soil from entering through cracks 
or open joints in the casing. 

The well top should be carefully constructed of reinforced concrete, 



<3*~#*fa 







— ■ -- r~?- - ._ ■ 1 1 1 A, I ,,, 



nil 






J«?/></ or Qr&rv/ ': 



with opening in the center for a good force pump which must be fastened 
watertight to the top by means of a gasket and bolts set in the concrete. 
No open-top well, which is always liable to pollution from dead animals, 
snakes, or other contaminating matter, should ever be permitted on 
school grounds. The well should be so located that the surface drainage 
on all sides will be away from and not towards it, and not less than 
100 feet from any possible source of contamination such as privy, cess- 
pool, pig pen, or stable. 

Whatever the source of water supply may be, trustees are earnestly 
advised to have the water examined at least once a year, preferably 
before the opening of school, by competent authority. The State Board 
of Health, through its Bureau of Sanitary Engineering, will do this 



—34— 

free of charge. In order that a proper sample may be submitted and 
a trustworthy test obtained, the following instructions must be car- 
ried out: 

"In taking specimens of water for bacteriological examination, special 
precaution must be taken to prevent risk of contamination of the sample 
in the process of collection. Small, white, glass, 6-ounce, wide-mouthed 
bottles are preferable. Both bottle and stopper should be clean and 
thoroughly sterilized by boiling for at least fifteen minutes. Bottles 
may be sterilized with the stopper inserted if a short string is placed 
between the stopper and the neck of the bottle. The water collected 



yJ^OJ^f"*? &OK^ 



Co rv Cfff'/c Co 







*J&S7c/ Of 

Q r-cr re*, 



in such containers can be used for making total counts of bacteria, and 
presumptive tests for B-Coli. The specimens must be packed in suffi- 
cient ice so as to reach the laboratory still iced and shipped immediately 
after collection. 

"This examination service is free of charge, but all shipments must 
be prepaid and provision made for the return of the containers when 
desired, and labeled accordingly. The following additional instructions 
must be carefully observed: 

"1. In collecting from a pipe or tap, allow the water to run at least 
two minutes, and flame the outlet with burning cotton or a similar 
material before collection. 



—35— 

"2. When collecting samples, always hold the bottle with the hand 
as far away from the neck as possible, and be sure not to contaminate 
same, in order that a fair specimen may be obtained. 

"3. In collecting from a well or pump take sample from the usual 
drawing device. 

"4. Either glass or cork stoppers may be used, but should always 
be secured by a clean linen cord. Do not use sealing wax. 

"5. Care should be taken to properly identify each specimen, stating 
specifically the source, date, time of collection, and name of sender. 

"6. The best shipments are found to be made in ice cream packers. 
The packers should be prepared and ready to receive sample on the 
ground, immediately after collection is made. The packers should be 
iced to retain a temperature of the specimens about 10 degrees above 
freezing. This condition may be secured by using a very small amount 
of salt in the ice, not over two per cent. The packers should be re- 
iced just before the consignment is made. 

"7. All consignments to be preceded by a letter of transmittal at 
least 24 hours before making shipment, giving full description and 
reasons for making the analysis. 

"8. To insure prompt shipment all consignments should be plainly 
labeled on the outside, 'Water for analysis/ which should then receive 
right of way, if shipped by express. 

"9. All shipments should also be made to reach the laboratory not 
later than Friday of each week." — Instructions issued by Texas State 
Board of Health. 

THE DEINKING FOUNTAIN 

The drinking fountain is the best and cleanest and, when properly 
installed and cared for, the least troublesome method of supplying 
water to the individual child. Dissatisfaction in the use of the drinking 




Approved "Gravity" Type Bubbler. 

fountain has sometimes followed from lack of knowledge of the right 
type which the conditions made necessary, or from poorly-constructed, 
easily-damaged, short-lived apparatus, expensive to begin with and un- 
satisfactory in daily service. Trustees should learn that there are two 
distinct types of bubbler fountains, — the one, called the "pressure" type, 
which is made to be used where the water is under greater or less pres- 
sure from standpipe or pressure pumps, as in the cities and large towns; 



—36— 

the other, called the "gravity'' type, made to be used where there is no 
pressure other than that found in the keg, barrel, tank, or other reser- 
voir where the fountain is used. Each of these types is made to work 
under its own pressure condition, and will not work under the opposite 
conditions. 

Care should also be taken to see that it is so constructed that the lips 
of the drinker cannot touch the nozzle, being prevented by a porcelain 
enameled steel bowl which surrounds and protects the nozzle from such 
contact. Provision must also be made for draining off the waste water; 
otherwise a sloppy and insanitary condition will exist around the 
fountain. 

A very inexpensive and yet wholly satisfactory drinking fountain 
may be provided for country schools by purchasing two of the bubbler 
attachments of the "gravity" type, like illustration shown in this bul- 
letin, inserting these on opposite sides, at the bottom, of a heavy, thick- 
staved ten-gallon water keg, or "Coca-Cola" barrel, and setting the 
apparatus on a strong bench or table at the entrance, or in the hall, 
or even under a shade tree in the school yard. It is very important 
that this drinking apparatus shall not be exposed to violent abuse and 
damage during the week-end or summer vacations. 

PLAYGROUNDS AND PLAY 

The education and training of the boy and girl are going on every 
waking hour of every day in the year. The influences of the home, the 
associations of playmates in school and out of school, and the multi- 




Home-made Playground Apparatus, Crockett School, Jones County. 



form experiences of daily contact with nature and people constitute a 
potent factor in education which has too often been overlooked or under- 
estimated. Play in some form is as important in the right develop- 
ment of a child as food is to the physical growth. 

Children who have been "sitting still" in more or less uncomfortable 
position in school for one or more hours become restless and need 



-37— 




'Safety First" See Saws. 




Another Type of Slide. 



—38— 




—39— 



physical relaxation. Quite as much, also, they need the fresh air of 
outdoors, relief from the effort of attention and study, and the social 
opportunity which comes from playing together, for it is in these rela- 
tions of play that children learn how to give and take and to get on 
with each other. 

The following from Bulletin 45, 1922, issued by the Bureau of Edu- 
cation on School G-rounds and Play, by Henry S. Curtis, is so general 
in its application and comes with such recognized high authority that 
it is reprinted here in the belief that it will prove helpful and sug- 
gestive : "The boy who does calisthenics to order is getting physical 
exercise and nothing else; but the one who plays baseball is getting 
physical exercise for nearly every muscle, and he is also getting the 
open air, the most intense sort of social training, and a development of 
judgment such as he can get in hardly any other way." 

"The requirements which any game must satisfy, if it is to meet the 
needs of the school, are that it shall economize space; that all the chil- 
dren can play it; that it be reasonably safe; and that the children will 
carry it on outside of school and after their school days are over, so 
that it may meet the need for recreation among adults with leisure 
time but with little ability to satisfy it." 

"The game which meets all these best is volley ball. Volley ball is 
an admirable school game, because the equipment is simple and in- 
expensive. It is played over a net, which for the elementary school 
should be about seven feet high, and perhaps eight feet high for the 
high school. It keeps the head up and shoulders back. It is played 
by girls as much as by boys. A class of forty can be taken into the 
ground to have two games of volley ball at the same time." The social 
benefit, the training in "team-work," fair play, good judgment and 
quick muscular response are just as great as in baseball or football. 

A second admirable game for school use is playground baseball, with 
a 16-inch ball if. the ground is small or with a 14-inch ball if the ground 
is larger. There should be one diamond for the girls and one for the 
boys on every school ground with the distances definitely marked. For 
the older children using a 14-inch ball, a 45-foot diamond will do, but 
with a larger ball the diamond may not be more than 35 feet on a side. 
Playground baseball because of the use of the larger and softer ball 
enables all but the primary pupils to play baseball. None of the skill 
of the regular game is sacrificed. The only difference in the rules is 
this — the pitcher throws the ball underhand. Much easier to bat and 
to catch, the child has no fear of the ball. Girls who have not played 
baseball with its hard ball will welcome the newer game. Since the 
softer and larger playground baseball requires no gloves, only the bat 
and ball are needed. 

Playground apparatus for the benefit of the younger children should 
be chosen with care, made very substantial, and erected on the general 
playground where it will not interfere with nor be molested by the ball 
games. In the selection of apparatus, three questions should be con- 
sidered : First, can it be used by a large number of children ? Second, 
will use result in healthful and beneficial physical exercise? Third, will 
its use be reasonably safe? See-saws and swings do not meet the re- 
quirements, because there is little or no exercise for those using either, 
few are occupied on each piece at a time, and considerable danger exists 



for those on one end of the see-saw when those on the other end by 
accident or intention slide off, and children passing in front or behind 
the swing are liable to be hit by it and seriously hurt. 

The Giant Stride has been found to be one of the most popular 
pieces on all playgrounds. It can be used by six or eight children at 
once, and affords much beneficial exercise. It can be purchased from 
playground apparatus manufacturers with ball-bearing cone, or top, and 
substantial fittings; or it may be constructed as a piece of "home-made" 
apparatus out of a discarded wagon wheel mounted by its axle to a stout 
post 15 to 18 feet high. 







The Athletic Slide is much loved by small children. Fifteen or 
twenty will use one almost continuously and without disagreement. 
They are apt to quarrel over the swings because they want to use them 
at the same time, but there is a natural rotation in office on the slide 
that prevents quarrels or hard feelings. The slide is best made of 
hardwood, preferably maple, which gets smoother by use and does not 
sliver nor rust. 

The cuts of playground apparatus used in this bulletin were furnished 
by the Giant Manufacturing Company, Council Bluffs, Iowa, and the 
Hill-Standard Company, Anderson, Indiana. Marshall Field & Com- 
pany, Chicago, and other mail order houses also supply such apparatus. 



SANITATION 

'"The school building and grounds should be a place of beauty, not 
a place of ugliness; a place of comfort, not a place of discomfort; a 
place of cleanliness, not a place of uncleanliness." 

From six to nine months in the year the school building is the clay 
home of all the school children, and it should be the best kept, cleanest, 
and most attractive home in the community. It is only fair to insist 



—41— 

and expect that it be so kept at all times. All rooms, closets, and hall- 
ways should be thoroughly disinfected just before school begins, and as 
often thereafter as may be considered necessary by the county health 
officer, as a safeguard against contagious diseases. This may be accom- 
plished by burning sulphur candles or formaldehyde lamps in the rooms 
for a period of about twenty-four hours. 

The school building should be swept not less frequently than once a 
day. The proper time for sweeping is in the afternoon after the chil- 
dren have been dismissed for the day, and not during intermissions. 
Dry sweeping with an ordinary broom, followed by the use of a duster, 
should never be permitted, as such a process scatters dust and germs 
throughout the rooms only to be inhaled by the occupants. The doors 





CmtfityL Toilet 

rf$ ' /i1anufacture.e> Br 



3EWERPIPM WOMKS 
Jan Antonio. Tex^s. 



TO STAPT OPPPATJOAZ-pf/X ~ 
SO GALLONS OFWATPP WITH - 

ZO LBS. C/IUSTJC SOPA.OZ CAUS7JC 
POTASH ~APP / LB CJUSTJC- - 

SOPA PER MOUTH — — 

USE TOUETPAPBR o.vzy 



TrfB. C MAr BE CON STRUCT- 

ep from either rrpe A or 

~B VESICAS BC ADDING AD- 
P/r/0*A£. SECTIONS 



T*,s Type, to be Used Where More Than One Sea t 
15 /?EOll/RED.- SAME ArRA* CEMENT CAN BE 

Used for Any A/umbee of Seats 



THJSDESIGN WAS COP/ ED 
FPOM THE STA TE BOA RD 
OF HEALTH SAN/TAPY 
£UREA U -PES/GH A"? 9Z4 



Chemical Toilet with Three Seats. Vitrified Sewer Pipe. 



and windows should be kept open while the sweeping is being done ; and 
in the morning before school opens the desks and other furnishings 
should be wiped with a soft cloth moistened with kerosene. The most 
satisfactory means of avoiding dust in school buildings is to have all 
floors thoroughly oiled at least twice during the session with a good 
quality of regular floor oil. The first application should be given a few 
days before school opens, and the second during the month of January. 
Dustless crayon should be used in all schools. 

It is a well established fact that fresh air and sunlight are germ 
destroyers. It is important, therefore, that school buildings be con- 
structed so that, at the proper time, the necessary amount of fresh air 
and sunlight may be admitted. When weather conditions will permit, 



the children should be on the playgrounds, the doors and windows open, 
and shades raised during intermissions. 

The school site may be well selected and artistically planned, but 
deprived of much of its beauty and attractiveness because of the accu- 
mulation of trash, leaves, or filthy waste paper. A suitable and con- 
venient arrangement should be provided in every school for the proper 
disposal of such accumulations. The uncovered and seldom cleaned 
garbage can is a nuisance, and becomes an attraction to flies and other 
insects which come to feast on this unguarded filth. A garbage pail, 
when provided with a closely-fitting cover, and when properly attended 
to, is desirable, especially in schools having more than one hundred 
pupils. 




"TW>EA" 

Chemical Toilet 

ffijMAHUFA CTU/ZED 3Y 



JA/V/lVTOrt/O, T£XjAS. 



TO 5TA£T OPFRAT/ON 

M/X ZS" 6AUONS OF HATER 
W/TH 10 IBS CAUST/C SOD A, OX OM 
APP / 10 CJU5r/{ 50 PA - - 

PEP MONTH. 

Vf£ POMET PAPER ONLY - 



ftfTASH 



Tm/s Trf>£ to be Used Wheue 0/yt. 
0»£ 5e/>T IS PEft//KED. 



TWSPES/Gff 1VAS COPJ£P 
FROM THE STATE BOARD 
OF HEALTH SANITARY 
3VXEA U -PESJGH N<? 924. 



Chemical Toilet, as Made of Vitrified Sewer Pipe. 



Toilets. — The old type of outdoor schoolhouse privy with all of its 
vile, filthy and disease-bearing surroundings has long been condemned 
by every state board of health and educational thinker in the land. 
Offensive to every sense and expensive to maintain in even a passable 
state of decency and often lending itself to immoral suggestions, obscene 
language and vicious habits, it has been an unsolved problem in rural 
school administration for many years. 

Typhoid fever, dysentery, tuberculosis, and many other diseases take 
a heavy toll of life each year. It has been proven that these diseases 
have their origin in human excreta. 

"The open privy is the community's greatest danger. It costs less 



—43- 



HEA&QtJARTERS 




*M*~* 



to have a sanitary toilet than to have a funeral." — Kansas Board of 
Health. 

"Sixty per cent of the sickness and forty-seven per cent of the deaths 
occurring every year are from diseases which are preventable at far less 
cost than is required to care for the sick and bury the dead." — Health 
Statistics. 

For the sake of life, decency, and economy, therefore, the old water- 
polluting, germ-breeding, fly-hatching, death-dealing privy should be 
replaced as soon as possible. How to get rid of it, what to substitute 
for it that would be practicable, durable, sanitary and satisfactory, and 
at the same time not prohibitive in cost, has been the question for which 
many have tried to find an answer. 






mmmmmwm, 



Tts/s TrPE to be. Usep Wheze /t /s 
JA7Pass/Si-E to Excavate. Deeper 

S'/IME A) G e AH GE /1ENT CHy BE OS E P 

Eee /Irty //umpep ep Sea ts 



Chemic$L Toilet 

ffiflArtUrACTUZED BY 




S//Y yf/YTOfTSO, TeXjI?. 



ra stazt opEXAr/o/y — 
sv/x ze <?ail0ns <op water 
w/r# 10 itf caustic soda, oje cjjistic 

A~P£> 2l£. CAl/STJC SOPA 
PER MONTH 

us-£ to/zee paper mly — 



,__ FOTASH 



THI5 PESIGN MS COPIED 
TPOM THE STATE BOARD 
OF HEALTH SANITARY 
BUREAU -PESIoN If 3Z4 



Chemical Toilet, Vitrified Sewer Pipe. 



The Eural School Division of the State Department of Education 
has been studying the problem and investigating the several types of 
improvements that have from time to time been suggested by state 
boards of health, by state school authorities and by commercial concerns. 

After two and one-half years of testing and investigating, a sum- 
mary of the conclusions reached is here submitted, with the belief that 
a practicable solution to the problem has been found. In order of merit 
and putting the best first, there are three types of acceptable toilets 
which may be considered favorably by boards of trustees, according to 
local conditions existing and funds available for this purpose. 

I. Indoor flush toilets, installed in school building, where water pres- 



sure from standpipe or pump affords a constant supply of water, and 
where sewer connection with a sewage disposal plant can be made. This 
type is not available in rural districts nor in small towns without water 
pressure and sewerage. 

II. For all rural communities and small towns where constant water 
supply and sewerage are not found, the Department recommends as 



w,(-sr$t(7s><ircic<t'c>t> of 
Cr><;/r>'CO , S3 l or 
Jio \*s/ may £>e erf 
c**sJ y/-cs? w/t/? po 

or cor> CS~<*tf 

Jl// r r&rts cofo<7c- 

Veil £/,£>« or /bar* 
to 6e /&J/&3& t /?<//>¥ 

S/jc <5P»wW rotf Omc/ 
a^i/cyfrosr) cyo&rvrr^G 



*Exte/?cy 2? c76a/<rr<?cyr 



<fro/i ~%s#fZfee 



*&3tems$»i 




stTorJ-fe/* 



Emfity/ngfa// 



S)'SJf^ciar>t 9o/vi/of->to fiov* a aft Aits on of SO ^/>es} ■{/?€ 
s/'S/JTf&^ermi S>OS a/fl&rroS c oeff/c/ei-t of 3. 

Jf&€fi ton/*: cyea"* Ones' rec/xyr? \a//4/> £S /6s. of 
CairSt'c />ot. or 9ocy<^ to *<rc7 /«£\2" ^<^//<?y?^ co/>~ 
ocsty to te/cff ce>r& »y ^T /^Goyb/e for or fJ&r/ct/ 
Of tzAoc/i & Jstonths 

*Br«c/4 c/fp Of-iO 1 \3t*r cor>ter>~iis of SarrtA os?C& <7 ws^Ac. 

CliEKllCJll* CZ&SJ5T 

7%Z7i3 S^zm T££> 6&R& OTHBA ZTJET 
£M>. CW<f9£>Z&l-&£/ -S'jrjaSC 2LB71LTH GJ^ricZ8& 
Sorecso o/~^bf\JS?r7& Jlvstjn 7&/0S 



Chemical Toilet, as Constructed with Reinforced Concrete. 

best and most sanitary some one of the following three kinds of chem- 
ical closet. They are all based on the same principle — the use of a 
strong caustic chemical dissolved in a definite amount of water, the 
action of which dissolves all solid matter, destroys all disease germs 
and offensive odors, and effectively prevents the breeding of flies. The 



—46— 



difference between the three kinds lies in the first cost of installation 
and durability of the tank. 

As in the case with flush closets, they may be installed in the school 
building; but in no case should they be located in a space adjacent to 
a class room. Suitable and satisfactory location for indoor installation 
will be seen in Building Plan No. 4, pages 60 and 64; No. 2, page 58,. 
and No. 1, page 68. 

1. The chemical toilet constructed 
of vitrified sewer pipe. See detail 
plans of construction printed herewith. 
The material can be purchased from 
any dealer in sewer pipe or direct from 
the manufacturers. It is everlasting 
and will neither rust nor decay. The 
first cost is small enough to be with- 
in the means of every school district. 

2. The chemical toilet constructed 
of reinforced concrete. See detail 
plan of construction printed herewith. 
This can be built on the ground, and 
if properly constructed by an experi- 
enced concrete contractor it will be 
found satisfactory and very effective. 
The first cost may be less or more than 
the sewer pipe toilet, according to 
variations in the price of labor and 
material. 

3. The chemical toilet, the tank or 
reservoir of which is made of iron, is 
manufactured and sold under various 
trade names. It is a commercial prod- 
uct which cannot be home-made. This 
is naturally a factor in increasing the 
first cost, while the life of the iron 
tank is certainly not permanent. Il- 
lustration of this type of toilet is 
shown on this page. 

Either of the above types of chem- 
ical toilets may be installed in sepa- 
rate buildings on the school grounds. 
When this is done, however, care 
should be taken that the distance from 
the main building be made as small 
^s possible, in orrb'r that children may 
be less exnoserl in cold or stormy 
weather and that there may be closer supervision by the principal. 

The chemical closet, perhaps of all sanitary types, is the least ex- 
pensive to care for and maintain; yet it is not automatic and requires 
some periodic attention and thought. Before beginning to use, a proper 
"charge," consisting of a definite number of pounds of the caustic 
chemical dissolved in water according to the specifications, must be 



^■fc»L 




f I 1 


MM- 


1 H r 



Chemical Toilet, with underground 
Iron Pipe. 



:7— 



o 



ana/ \xs*<rt/>es- Dear**")*} 



Vert/' {at /o/? fij/be />c£ 

/*£S t /?<?/? 4"Jf> abet. 



So/f C/OS/S7J 

woae? Seats 







<3gm 






S/&rs qf&xcayar tec? 






?iT ?RIVY TYPE 

Ton u3E JTi 

JBorffaru of &0s>. 32 sm?. 



Lowest Type of Toilet Permissible. 



poured into the reservoir. At least once a year, oftener if necessary,, 
the reservoir must be completely emptied, and another charge put in 
before using again. The strength of the chemical solution should be 
maintained by adding a small amount of the dissolved caustic (1 lb. 
to 2 gal. water) about once a month. 

III. The dry pit or vault privy is the most primitive method of 
waste disposal; it is also the crudest of all allowable types. It is the 
first step toward safe disposal of human excreta; but even when most 
carefully constructed and looked after, it cannot be endorsed as sani- 
tary or safe. It is a constant source of danger to the health of the 
community, and can only be allowed where present conditions do not 
permit the installation of one of the better types above described. Mini- 
mum requirements demand that the vault or pit be so carefully screened 
that flies cannot find a way into it, that the seats are kept covered by 
hinged, self-closing covers, that an air vent not less than four inches in 
diameter be provided for each two seats, that the contents of the vault 
be disposed of by burial periodically whenever needed, and that the- 
floor, seats and walls be kept clean by washing at least once a week with 
soap and water. See sectional view of improved closet of pit privy type. 



TEACHEES' COTTAGES 

There is a rapidly growing sentiment that the building of homes for 
country teachers is the next big educational development to take place 
in the United States. "The day of the tramp teacher is fast drawing 
to a close. The school is a public institution and the teacher a public 
servant. He should, therefore, live in the community twelve months 
in the year and take an active interest in all welfare movements whether 
the school is in session or not. This can only come about when the 
teacher has a permanent home in the community. Cottages should be 
built at public expense and school grounds should be large enough to- 
provide suitable sites. The difficulty that the average teacher encoun- 
ters in finding a suitable place to board is proverbial. Occasionally a 
family may be found that will board the teacher merely as a matter of 
accommodation, or as a business proposition, but most frequently they 
'do not wish to be bothered with a boarder.' " — Alabama State Bulletin. 

Again, it is often the case that none of the scattered farm houses is- 
near enough to the school to be convenient for the teacljer, and yet 
more frequently is it true that the farm house has no accommodation 
such as the teacher deserves and ought to have. Kitchen, dining room 
and living room are often combined in one, with no heat in any other 
room. The farmer and his family spend most of their time working 
out doors or in, in eating and sleeping. Their occupations and hours 
of labor in no way agree with those of the teacher, which adds to the 
difficulty of adjusting the rightful habits of each to those of the other. 
"A good teacher must spend a considerable portion of time almost every 
evening upon school work, for which a quiet and comfortable room is 
essential. If she insist upon such a room when she goes to board in 
the country she is likely to be considered "stuck up" and unsociable. 
If she gets a room by herself it is often unheated and too uncomfortable 
for study in cold weather. On the other hand, if she is forced to spend 
her entire time in the living room with the rest of the family she has 
no opportunity to prepare properly for school duties, and is also very 



—49- 



likely to be drawn unavoidably into neighborhood gossip and factional 
disputes, of which, unfortunately, there are altogether too many." — 
Teachers' Cottages, Bureau of Education. 

Under these circumstances, the teaching of a country school becomes 
only the temporary expedient for the teacher while she is getting a 
little brief experience that will enable her to leave for a position in the 
city schools, where opportunities, both social and economic, are greater 
-and living conditions better. 

The remedy for this is found in the teachers' home on the school 
ground. Besides providing the comforts and conveniences of a real home 
for the teachers, it serves also as a protection to the school building and 
grounds which each year suffer from abuse and neglect during the vaca- 
tion periods. It will also prove most effective in bringing about the 
identification of the teacher with the people of the district, the feeling 
of permanence, contentment and a community of interest that will do 
more to make teaching in the country attractive for well qualified and 
devoted teachers than any other factor proposed. 

According to statistics, Texas is leading in the number of such homes 
erected on school grounds, although no encouragement has been given 
either by legislative enactment or appropriation. By the latest figures, 
Texas has 611 teachers' homes, 522 of which are for white teachers 
and 89 for negro. 



-51— 



APPENDIX 



PLANS FOR SCHOOL BUILDINGS 

Detail of floor plans and front elevation enlarged and drawn to scale 
by H. F. Kuehne, Architect, Austin, Texas, from designs suggested by 
W. E. James, State Rural School Supervisor. 



-52- 



Milium 




f- e o /vt-£ l£va r/o/V' 






I 



n 



• C '/ o j •S'j&o o no 
£2 '-o "jc so'-o." 







S c a / <s 



I- I ' I' I ' M 1 

O Z 4 € B /O 



-53- 




>Fe o/y7-> El e va 7~/o/y> 



71 










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1 



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—54— 



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•/"z o oe°PL AS? "/' 



1^„/~ I' ll —I — I 



-55— 




•Z 1 JS O /¥T' F L £- \Ss4 T/O/Y 




-r / I i I i I I 1 i | n=jr 



—56- 




riBO/YT-£LE: V AT/n"* 




>Two»T£;4CM£e -School* 
•TL OOjQ» Pl* /y> *3 • 

hi i li l i hj 

Jea/o o' *' -it' «r k )o' 



—57— 




fe o at • • £ l c y ^ t / o sv ■ 




Sco/e H f f t 1° 



-58— 




*/* & OJV T •£■££■ l/>4 -T/Ort' 




T#& ££ »TJ£A CM£:& ' SCHOOL ' 



f-L O OS <• PL;**' "£[ 

U I ' I J I j I 

t 



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—59- 




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-60— 




o z' +■ e a' /o'. 



—61— 




' f g O r/T- E L fM T/osy- 



/r',<jt> / -■ ■ s-rcf Una'cu^S 



9,? A (o. 




f n i./ a ' T ' e >a c " • - -i<->c)L 

• F l. o a e • Pl. -» /■* " / • 

< - - .. 1**9 ■ 



-62- 




ft O OG £>L-ASY *2 ■ 
Jc /e I , 1 '." "J ' ■ ■ . 



-63- 




; re o/y r • £l fva\ t/om • 



r 



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=£= m m = 



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n o c/j9 • Tea cme£°5cmool 

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—64— 




>/*£ OftT'£L£rVs4T/0/i' 




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—65— 




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en 



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—66- 




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-69- 




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—72— 



EOSENWALD AID FOE NEGEO SCHOOL BUILDINGS AND 
TEACHERS' HOMES 

Special aid in the erection and equipment of public school buildings 
for negroes has been made available for a limited number of commu- 
nities in Texas from funds appropriated by the Julius Eosenwald Fund 
for use in the Southern States, under the direction of the State De- 
partment of Education. 

The principal requirements for receiving the Eosenwald aid are as 
follows : The sites and buildings must be the property of the public 
school authorities; the school site must contain ample space for play- 
grounds and for such agricultural work as is necessary for the best 
interests of the community, two acres being the minimum acceptable 
for the site of a one-teacher building; the school term must run at least 
five consecutive months ; the building must be erected in accordance with 
plans submitted or approved by the State Department of Education; in 
general, the buildings should be erected and equipped in accordance 
with the State aid requirements and should include the special features 
required by the Eosenwald Fund. 

The amount appropriated for the school year 1922-23 will not exceed 
$500 for a one-teacher school; $700 for a two-teacher school; $900 for 
a three-teacher school; and $1100 for a four-teacher school. For larger 
schools the appropriations will be increased $200 per teacher, up to the 
maximum amount of $1500. 

In a limited number of communities, where the annual school term 
is eight months or more, aid will be available for the construction and 
equipment of a teachers' home. The maximum amount of aid available 
for the erection and equipment of a teachers' home is $900. 

A community desiring to apply for the aid should send to the State 
Department of Education, Division of Negro Schools, a statement giv- 
ing: (1) the total number of colored scholastics in the district; (2) the 
number of teachers to be employed in the district; and (3) the ap- 
proximate amount of money available for the erection and equipment 
of the proposed building. On receipt of that information the necessary 
application blanks and approved building plans will be sent to the proper 
school authorities. 

Blue prints and specifications of plans approved by the Eosenwald 
Fund and the State Department of Education will be sent free on re- 
quest of school authorities. This service is not limited to those apply- 
ing for the Eosenwald aid. 

Under the 1920-21 budget, thirty-five school buildings and one teach- 
ers' home were erected with Eosenwald aid in seventeen counties; under 
the 1921-22 budget, fifty school buildings have been completed, or are 
under construction, in twenty-four counties. 

All Eosenwald-aided buildings are erected under the direct control 
and supervision of the local and State school authorities, as in the case 
of all other public school buildings. 



-73— 



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UNITY • /CHOOL- 

KHl a ■ PL AN NO 1-A • ■ 



—74— 




'Tloor-Plan *- 




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76— 




Flooe Plan ■] 

CoMM'JNITVi/cHOOL PLAN No 4 

' f A C C^ t A^T O Q Wt.' T 0NLV 




fnfOMMUNSTY ••/CHOOL-- hill 

jll I V^ ■rolU- TtACHLB - -D L A N ■ W« 4- ■ J LIJJ] 



< -C^ 



-77- 




Old School and Church, Replaced by Rosenwald Building. 



*v. ' ; %\ '&&*% 





Rosenwald School, Shiloh, Houston County. 




Rosenwald School, Mt. Zion, Morris County. 



—78— 




Rosenwald School, Burleson County. 




Rosenwald School, Fort Bend County. 




^SgSSSPrr"* 



The Giant Stride. 



